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Exceptional Education at the Heart of the Community

Exceptional Education at the Heart of the Community

Subject Guides

Find out more about what we are teaching your child in each of their subjects, plus links to resources for home learning!

Mathematics

Oasis Academy Ryelands is a Mathematics Mastery school. 

Maths is taught daily in Key Stage 1 and Key Stage 2. In Reception, Year 1, Year 2 and Year 3 we have intriduced Maths Mastery which allows for depth of understanding in key concepts of Maths. Maths teaching is enhanced across the school through the use of regular maths meetings which allow for rehearsal and consolidation of maths. 

We use RM Easimaths to consolidate learning.

For more information please click here to visit the Mathematics Mastery website.

Please click here to view a document which shows how the lesson is set out each day.

Please click on the links below which you may find helpful.

To further support you and your child with the Number & Algebra strand of the National Curriculum in mathematics, we have created videos that demonstrate how to approach problem solving activities. Our aim is to explain how we learn and teach the 4 operations of addition, subtraction, division and multiplication. Please ask your child’s class teacher if you’d like to know more.

111 Club

Literally, the whole school is buzzing with excitement about the 111 Club!

Children from Year 2-6 are plugging away at answering as many times table questions as they can within ten minutes - no obscure digits allowed!

They can move through 11 club (11 questions), 22, 33, 66, 77, 99 clubs with the epitome of gaining 111. The children have a weekly chance to show they can move up to the next club.

Stickers and certificates can be earned when your child moves to the next club, with Bronze and Silver for 77 and 99 club respectively, and special badges as they join the ranks of the 111 Club.

The rationale for 111 club is that it is vital that our children know their tables and division facts by the end of Year 4. Children who are secure in these skills make better progress in all areas of mathematics – fact. We want to encourage the children to rapidly recall their tables in a fun and enjoyable way.

We are pleased to announce that Kirusanth in Raven Class (year 5 ) was the first child to reach the 111 club with his effort and determination. He currently holds the special trophy – we are excited to see if anyone can challenge him for it!

Maths Workshops

Mental arithmetic and written calculations are fundamental to your child's understanding of mathematics. During Autumn Term 2 and Spring Term 1, Miss Binns and Miss Groves delivered workshops that parents could attend to see how our children learn and apply these concepts and skills from EYFS up to Year 6. Full Monday afternoons were dedicated to these sessions. You can gain a better understanding of your child's progression through calculations and help you to be more confident in supporting your child at home by looking at the below presentations.

Please click the pictures below to view the presentations shown at the workshops.

      

Useful maths websites

 

Maths Information For Parents

Helpful Maths Videos Year 3

Addition

 

Division

Multiplication

Subtraction

Helpful Maths Videos Year 4

Addition

Division

Multiplication

Subtraction

Helpful Maths Videos Year 5

Addition

Division

Multiplication

Subtraction

Helpful Maths Videos Year 6

Addition

Division

Multiplication

Subtraction

English - Phonics, Reading, Writing

70 Books to Read Before you Leave Oasis Academy Ryelands

Nursery

  • Each Peach Pear Plum
  • Dear Zoo
  • Ten Little Fingers and Ten Little Toes
  • Where's Spot?
  • The Very Hungry Caterpillar
  • The Gruffalo
  • I Want my Potty!
  • Nine Ducks Nine

Receptions

  • Aaaaaaagh, Spider!
  • Bog Baby
  • Not Now Bernard
  • Rainbow Fish
  • Sharing a Shell
  • Elmer
  • Giraffes Can't Dance
  • You Choose

Year 1

  • Man on the Moon: A day in the life of Bob
  • The Snail and the Whale
  • The Jolly Postman
  • I Will not Ever Eat a Tomato
  • The Cat in the Hat
  • Hair Maclary from Donaldson's Dairy
  • The Tiger who Came to Tea

Year 2

  • Grace and Family
  • Claude in the City
  • The Sheep Pig
  • Amazing Grace
  • Traction Man is Here
  • The Hodgeheg
  • Flat Stanley

Year 3

  • The Miraculous Journey of Edward Tulane
  • Pebble in my Pocket
  • Charlotte's Web
  • The Enchanted Horse
  • I was a Rat
  • A Bear Called Paddington
  • The Milly-Molly-Mandy Scrapbook
  • My Naughty Little Sister
  • The Queen's Nose
  • Diary of a Wimpy Kid

Year 4

  • The Iron Man
  • Varjak Paw
  • Into the Forest
  • Gregory Coal
  • Stig of the Dump
  • Firebird
  • Belonging
  • Hot like Fire
  • The Adventures of Tin Tin
  • Holes

Year 5

  • There's a Boy in the Girls' Bathroom
  • Flodoland
  • Wolf Brother
  • The  Midnight Fox
  • A Boy and a Bear in a Boat
  • Kindlekrax
  • The Borrowers
  • Swallows and Amazons
  • Millions
  • The Wolves of Willoughby Chase

Year 6

  • The London Eye Mystery
  • Way Home
  • Journey to the River Sea
  • Stormbreaker
  • Small Change for Stuart
  • Stay Where You Are and Then Leave
  • Private Peaceful
  • Harry Potter and the Philosopher's Stone
  • Goodnight Mr. Tom
  • Carrie's War

Reading

The National Curriculum sets out what all maintained state schools are required to teach and the level of achievement pupils are expected to reach. The information below details the key areas of learning that children will develop in reading as they move throughout the school.

Reading Progression KS1 & KS2

Key Objectives Reading Key Stage 1 and 2

 

Book Banded Books

We have re-organised the teaching of reading throughout the school.  All 'scheme' books have been organised into book bands, each one with a different colour. Parent/carers are told which colour their child is on and we encourage the children to choose the books from their colour band independently. The children have said that they really enjoy reading the different range of books. 

 

Phonics

At Oasis Academy Ryelands we begin the process of understanding and learning phonics right at the beginning of a child’s learning journey. Using and adapting Success For All, synthetic phonics is taught throughout both the Early Years and continues through Key Stage 1.

The daily teaching of phonics builds understanding and then encourages the use of new sounds learned to be incorporated into writing. 20 minutes each day is reserved for the discrete learning of phonics in small groups by the end of Reception and again by the end of Year 1, where every child can access phonics from their own personalised starting point.

Progression is assessed formally through testing orally and in writing. All learnt sounds are reviewed daily so they become embedded and are evident in written work and reading. This personalised approach ensures that successful phonic understanding occurs.

Nationally in Year 1, every child completes a phonic screening check where their phonetic understanding is assessed. At Oasis Academy Ryelands, from Key Stage 2 children’s phonic knowledge and understanding  of spelling rules is reinforced through the use of Spelling Shed and small group intervention, as we are determined that no child shall be left behind with a difficulty unaddressed.

Please click here to view a presentation on Letter sounds.

 

Suggested Reading Lists

One of the most important skills a child can acquire is the ability to read independently and for meaning. Books are the stepping stones of imagination and our aim is to instil in your child a love of books and a passion for the written word.

The following suggestions are by no means exhaustive and indeed barely scratch the surface of the wealth of good literature available on the market.  We hope, however, that they may prove a useful guide when deciding on a book to buy or when you visit the library with your child. 

The reading lists have been organised by year group and are followed by recommended books selected by the Love4Reading website; these are by no means prescriptive as, of course, not all children will be reading in line with their chronological age. The reading lists for Years 4-6 contain some older titles and may well be less familiar. They are, nevertheless, from authors with a proven track record in writing high quality literature and we hope that you may discover a gem among them which becomes a firm favourite with your child.

Happy reading.

 There is more treasure in books than in the entire pirate's loot on Treasure Island

Walt Disney

www.lovereading4schools.co.uk is a useful website to access suggestions for reluctant readers and dyslexia friendly books.

 

Writing

The information below details the key areas of learning in writing in Key Stage 1 and 2. 

Writing Progression KS1 & KS2

Writing Key Objectives

 

Handwriting

Children are taught pre-cursive letters in Reception within the context of a multi-sensory approach to phonic tuition. They begin to learn cursive handwriting from the Summer Term in Year 1 with the expectation that they are consistently joining by the end of Year 2. There is evidence that writing fluency helps with spelling fluency and continuous cursive script is recommended by the British Dyslexia Association. Please click on the documents below to see an example of pre-cursive and cursive handwriting:

Pre-cursive handwriting

Cursive handwriting

Left handed writing guide

 

Spelling

The writing progression pdf gives an overview of the spelling objectives for each year group but for much more detailed information click on the link below. The ‘spelling progression’ pdf document also includes the statutory spelling lists for Years 3-6.

In addition, there is guide for parents and carers to support spelling at home with an overview of the key strategies used to support spelling and a selection of activities which you might like to try with your child.  Recommended websites with online spelling games are listed at the end of the booklet. 

Excellent websites to help your child with spelling

 

The Spelling Shed

We have recently introduced a new spelling program for Years 1-6 based on materials produced by The Spelling Shed which also features an exciting online game that your child can access at home. This spelling program revisits previously learnt phonic skills and builds upon these to enable children to apply and use learnt spelling patterns.

 

Grammar & Punctuation

The new National Curriculum includes explicit grammar teaching for all children from Year 1-6. The statutory requirements that will be taught in each year group are outlined in the grammar progression document below.  Please also see the attached glossary for explanations of these and other common grammatical terms.

Grammar and Punctuation Progression Years 1 to 6

Glossary of Grammatical Terms

The following guides are a useful tool to help your child with the grammar and punctuation aspects of the English curriculum. There are suggestions of a variety of activities and games that you can do at home. There is a booklet for each phase of the primary curriculum with objectives that most children should be able to achieve by the end of each year.  A list of websites for online games and activities is provided at the end of each booklet.

Grammar Support Booklet Yrs 1 and 2

Grammar Support Booklet Yrs 3 and 4

Grammar Support Booklet Yrs 5 and 6

Computing

Computing is an essential skill for all children to learn, and an important part of the curriculum. Coding and programming is an integral aspect of science and STEM-related careers.  Learning these computing skills is key to this generation of school children's future success. We are teaching our pupils the vital skills that enable them to become creators and not just consumers of technologyComputing links in with maths and science, and can be integrated into almost every subject that children study at school.

At Oasis Academy Ryelands we have a computer suite with 30 computers, which enables each child to have their own computer to work on during computing lessons. Computing lessons take place weekly for all children from Year 1 to Year 6 and at regular intervals in Reception. We also have IPads which are used to enhance all areas of the curriculum and specialised programs to help children who need extra help with reading and maths. 

The new computing curriculum is broken down into three main areas:

  1. Computer Science
  2. Information Technology
  3. Digital Literacy

 

Digital Literacy

The internet is an amazing place; children can play, learn, create and connect. However, it is very important that we equip our children with the skills they need to keep themselves safe so they can experience the Internet positively and responsibly. They learn at an early age how to talk about and report concerns about anything that worries them when using the Internet. E-safety is revisited every year and throughout the year and we take part in Safer Internet Day in February.

Computer Science

Children learn how computers and computer systems work, and how they are designed and programmed. Children learn to design, write and debug computer programs, starting with using a programmable toy such as a Bee-Bot to travel around the classroom floor in Reception to designing games using Scratch in Year 6.

Information Technology 

Children learn how to use a range of creative tools to support learning across different subject areas, using multimedia, word-processing, digital imagery, and manipulating sound and video. They learn how to collect sort and manipulate data to answer questions.

 

Our Computer Curriculum

EYFS

In the Early Years, Technology is part of the early learning goal ‘Understanding the World’. They recognise and engage in a range of technology devices including; desktop computers, IPads, cameras and Beebots. The children soon learn how to control the computer mouse and are able to interact with age-appropriate computer software, such as BusyThings. By the end of Reception they can use Word to type simple sentences.

In Years 1 and 2, children are taught to:

  • Understand what algorithms are (a set of step-by-step instructions for carrying out a function), how they are used as programs on digital devices, and that programs work by following these precise instructions.
  • Create and debug (find and remove errors from) simple computer programs.
  • Recognise common uses of information technology in the wider world.
  • Use technology safely and respectfully, keeping their personal information private.
  • Know where to go for help and support if they’re worried about anything they see on the Internet or other online technologies.
  • Program a programmable toy such as a Bee-Bot  to follow instructions.
  • Use different programs to create pictures and posters.
  • Use Word to write sentences and stories.
  • Use search engines to collect information for a project with a subject like the Great Fire of London.

In Years 3 to 6, children are taught to:

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems.
  • Solve problems by breaking them down into smaller parts.
  • Use logical reasoning to explain how some simple algorithms work and to find and correct errors in algorithms and programs.
  • Understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration.
  • Use search technologies effectively, understand how results are selected and ranked, and be discerning in evaluating digital content.
  • Use technology safely, respectfully and responsibly; recognise acceptable and unacceptable behaviour; identify a range of ways to report concerns about content and contact.
  • Develop simple computer game using a visual, interactive coding system such as Scratch.
  • Use search engines to collect information about a project.
  • Create PowerPoint presentations and quizzes about something they have learned.
  • Learn how to use the advanced features of Word and create spreadsheets using Excel.
  • Take photos using a digital camera or IPad, and edit them.
  • Produce digital music using an app like Isle of Tune  or Soundation.

Interesting links to explore with your child:

BBC School Radio and Podcasting

Kid Smart E-Safety

E-Safety Think You Know Ages 5-7

E-Safety Think You Know Ages 8-10

Find Icons

Find free photos on FreeFoto.com

Royalty Free Music Clips

Find Sounds

Free Classroom Clip Art

Learn to type with BBC Dance Mat Typing

Learn to type with these games

Practising Mouse Control

Scratch-Create interactive stories and games

Spreadsheet recognition

 

Science

Science is all around us. A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, all pupils at Ryelands are taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

EYFS Understanding the World (Science and Technology) 

Children explore their immediate environment through digging, planting growing and sensory exploration. They make observations of animals and plants and explain why some things happen, and talk about changes. Children engage in sand, water and malleable play, collaborating scientific skills such as prediction and measurement, with hands on experiences.  Children talk about similarities and differences between themselves and others, and among families, communities and traditions. Children recognise and engage in a range of technology including; computers, IPads, cameras and Beebots. By the end of Reception, children will be able to select and use different technology for particular purposes.

Key Stage 1 and 2
Science is taught explicitly in every year group from Year 1 upwards. It is taught in a spiral manner where the basics of a topic are taught lower down in the school and then built upon in later years.

To the right, you will find our key science principles that are being taught across the school

Interesting links to explore with your child:

BBC Solar System – Explore the solar system through video clips

BBC Pods Mission- Have fun with science: discover bones,electricity, solids and liquids

C4 Learning Science – Science essentials website. Explore life, Material World and Get Physical

Exploratorium Science Explorer – Explore fun science experiments

Food Chains – Discover different food chains

HowStuffWorks Science – Search all things science. Discover how different types of science work

KS2 BBC Science  – Learn about living things, materials and physical processes

Natural History Museum Kids – The fantastic Natural History Museum for kids.

The Blobz guide to electronic circuits – Learn about electronic circuits

Religious Education

At Oasis Academy Ryelands we follow the Croydon Agreed Syllabus for Religious Education. This scheme of work covers Christianity and other world religions; these are taught in different year groups so that by the end of Year 6, everyone has experienced the entire curriculum.

Open the Book Assemblies

Open the Book began in 1999 and we as a school have been involved in this since September 2016. 

It is led by the Open the Book team from St Luke’s Church. These assemblies are held once a fortnight and they are very popular with our pupils. The theme of the assemblies are based on Bible stories. So far, we have looked at the story of creation, Abraham and Sarah, Jesus and the fishermen to mention a few.

I interviewed Father Sam and the Open Book team and this is what they had to say:

Father Sam felt the children really got involved in the stories, while Mother Jean commented that everyone at Oasis Academy Ryelands is welcoming.  Ms Brown thought the children were always pleased to see the Open the Book team and would often recognise them in the streets and say hello.

This is what the children had to say:

‘Every Monday, our South Norwood priest comes in and does plays for us.  He often picks people to join him on the stage.  The plays are normally about how the world was made and about peace.  Father Sam involves the children: if you are not on stage, then you make noises like the wind or rain.’ 
Harmony

‘Every Monday, Father Sam (a priest) comes into Oasis Academy Ryelands to tell us stories from the Bible.  Such as how Jesus made friends.  I got chosen to do some of the acting – I was an orange tree in the garden of Eden.  We all get to act and we always have fun being actors.’
Kirusanth

‘I like Father Sam’s stories because they are all about Jesus and what other people did for Jesus.  I like that he involves all the children in all his stories.’
Taliah

The Open the Book Assemblies have been a positive experience and the children look forward to getting involved in the story telling each assembly. All year groups in our school actively participate; this can be seen from the comments above, made by some Year 5 pupils.

For a full list of what is on our assembly rota, click here

Geography

Interesting links to explore with your child:

BBC Geography Games

BBC Learn Landscapes Map Skills – Learn about maps and landscapes game

BBC What is Weather? – Find out about weather

Geography Image Bank – Large collection of geography images

Google Earth – Explore the Earth

Map Zone Games – Geography games

Maps that teach – Interactive maps

National Geographic for kids

 

 

 

History

Black History

Oasis Academy Ryelands were thrilled to host this years ‘Black History Month’ exhibition. It was great to see such enthusiasm come from the children and how proud they were to bring in their historical items from home to display for the rest of the school to see. It was a pleasure to see such a variety of things that represented a wide range of countries proudly being displayed.  We enjoyed a great selection of song and dance from parents and grandparents, had some old folk tales and stories read to the children by parents and were able to share some food, drink and snacks from places like Ghana, Nigeria and Jamaica. We are proud that this event was such as success. 
 

Interesting links to explore with your child:

Artefacts Library

Ancient Egypt

BBC History for Kids

BBC All about the Romans

BBC Famous people through history

BBC Children of Victorian Britain

BBC A history Timeline

History for Kids at Kids Past

Art and Design

Through our Art and Design curriculum, pupils learn to draw, paint and sculpt. They develop their skills through experimenting with different media. They experiment, create and invent their own works of art as well as learn to critique their own work and that of others. They have their own personal sketch book and are encouraged to use it regularly. They study the work of artists and designers. Pupil’s art work is celebrated and displayed in classes and in communal areas such as corridors and the hall. Classes visit world class art galleries in London.

View the curriculum overview for Art here

Art Scheme of Work

Interesting links to explore with your child:

Abstract Editor Bomomo

Art Attack

Art Gallery for Kids BMAG – BM&AG Kids Online gallery

Art Games

Brushter – Create abstract art

Picasso – Create your own Mr Picasso head

Arcimboldo – Create your own fruit face

Imaginary city – Create your own imaginary city at Tate Kids Online

Collage Machine –  Create a collage

Wallover – Create an abstract wallover

Still life painting – Create your own still life painting

Create a portrait

Motion Painting Machine

Doodle Studio by Kerproof  – Online doodle studio

What is Perspective? – Find out how the great artists worked with perspective

I am an artist

Free Image Bank – Various free art images

Material World – Learn about materials from which works of art are made

Tate Kids

Explore colour game

The Junior Cartoonist

Create your own comic and cartoons

National Gallery of Art -Kids

Sea Saws Interactive

3D Twirler- Design & texturize 3D shapes

Music

At Ryelands, music is a part of our everyday life. Every class has a weekly music lesson and singing assembly. 

Lessons focus on singing, playing percussion instruments, composing, music notation, listening and appraising, music history and performing. Lessons are linked to class topic work where relevant.

Please click here to view the Music Scheme of Work

 

Interesting links to explore with your child:

BBC Musical Mysteries – Help Robbie solve the musical mysteries

FindSounds – Search the web for sounds for your podcasts or movies

Sing Up Song Bank – Songs, Music and Lyrics

The Street – Learn about instruments and musicians in different countries

Virtual Keyboard – Play the virtual keyboard

Virtual Orchestra – sfskids – Explore and investigate instruments in an orchestra

Virtual Xylophone – Play the virtual xylophone

The Science of Music – What is music?

Quincy and The Magic Instruments – Learn about different instruments and the sounds they make

 

Nursery and Reception are very lucky to have Musical Bumps every Thursday. This involves singing, puppets, an opportunity for the children to play musical instruments and the chance for the children to learn new and exciting songs. The children are also taught about the rhythm, beat, tempo and pitch of the music. It is a special time that the children really look forward to and enjoy.

 

Design Technology

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 1

Mask making- link to super foods

3D models: sculpture and space models

Design and make:

Dinosaur habitat

Building structures: woodland creatures

Designing labels and making animal masks

Carnival instruments and designing flags

Year 2

 

 

Designing and making castles using mechanisms

Designing and making boats

 

Designing and making purposeful products- beach link

Year 3

building structures

Cooking and nutrition:

Healthy foods

Puppet making

Sculpture

 

Selecting and using materials (collage and textiles)

Year 4

Designing and making a Roman sword/shield

 

 

Design and create a musical instrument

Design and create a helmet.

 

Year 5

Model making- topic link

 

Sculpture: clay water carriers, Egyptian food, tombs and pyramids

Food Tech

Electrical circuits- designing a board game

Ride design, programming models, mechanical systems

Year 6

To understand how key events and individuals in design and technology have helped shape the world.

 

 

Design and make Greek architecture

 

To generate, develop, model and communicate their ideas through discussion, annotated sketches and prototypes

 

Physical Education

Purpose of study

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Aims

The national curriculum for physical education aims to ensure that all pupils:

  • develop competence to excel in a broad range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives.

Key Stage 1

Pupils develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They are able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. Pupils are taught to:

  • master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • participate in team games, developing simple tactics for attacking and defending
  • perform dances using simple movement patterns.

Key Stage 2

Pupils continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils are taught to:

  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
  • perform dances using a range of movement patterns
  • take part in outdoor and adventurous activity challenges both individually and within a team
  • compare their performances with previous ones and demonstrate improvement to achieve their personal best.

At Oasis Academy Ryelands

Children are taught weekly by both teaching staff and a sports instructor. Children are also involved in staff led and child initiated active play twice a day. The curriculum is further enhanced by participation in numerous sporting tournaments with other schools in the area and after school clubs. Each year we have a Sports Day when children complete in different athletic activities.

Swimming

Children in Year 2 swim every week for the year. Year 3 and Year 5 swim for half the academic year. Our aim is to make sure that this basic life skill is taught early so that children overcome any fear associated with water and are confident in being able to progress to a proficient level of swimming before leaving Year 6.

Sporting Partnership

Children at Oasis Academy Ryelands are encouraged to participate in a variety of sporting activities ranging from gymnastics, dance, and small ball games to team games such as netball, football, hockey and rounders. The children have swimming lessons in Year 2, 3 and 5.

We work in conjunction with a specialist coach from the Palace For Life Foundation to deliver PE lessons that build key skills as well as a knowledge and understanding of our bodies and health.

Whilst urging the children to do their best at all times, we also believe that children should learn to enjoy taking part and that winning is not the only mark of achievement. The Academy is a member of the local schools sport partnership and benefits from participating in a range of organised competitions and sports festivals.

Through our Physical Education Curriculum and School Sport Programme we aim to:

Offer a High Quality Curriculum and engaging teaching and learning activities that:

  • Encourage and produce high quality outcomes for Ryelands pupils.
  • Enable all children and young people, whatever their circumstances or ability, to take part, enjoy and progress in and through PE and Sport
  • Encourage and promote young people’s health and wellbeing, developing their joy of being physically active
  • Develop and build individual pupil’s physical competence and confidence, and their ability to use these to perform in a range of activities
  • To enjoy healthy, active and fulfilling lives, children must learn to respond positively to challenges, be enterprising, manage and handle risk and to develop self-confidence and their physical competence and capabilities.
  • PE lays the foundations for long-term wellbeing and contributes to children’s physical, mental, social, emotional and economic development. It is central to their development as confident individuals.

Through PE and school sport, children build their knowledge and understanding of their bodies in action and the importance of regular, vigorous physical activity, good nutrition and rest for a healthy, balanced lifestyle. Through PE and other physical activities, they learn to develop their Agility, Balance, and Coordination, body control and dexterity. They also learn about their responsibilities both as individuals and members of groups and teams. They learn to cooperate and to compete fairly, understanding their own and others’ roles. As they become more confident in PE, children develop a growing self-awareness and a commitment to self-improvement. They begin to understand the many health benefits of leading an active lifestyle make informed decisions towards actually leading active, healthy lifestyles. They raise their aspirations, set goals and work to achieve them, seeing how this will influence their opportunities in education, leisure and in future life.

 

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 1

Fundamentals of movement/
gymnastics

Ball Skills Games

Dance

Ball games

Dance

Net & Wall games

Dance

Cricket

Athletics

Cricket

Year 2

Football

Swimming

Basketball Games

Dance

Swimming

Tag Rugby

Swimming

Dance

Tennis

Ball games

Swimming

Cricket

Rounders

Swimming

Athletics

Athletics

Cricket

Swimming

Athletics

Sports Day

Year 3

Multi Sports: Football, Cricket, Basketball, Tennis, Handball, Rounders

Multisports

Swimming

Gymnastics

Dance

Multisports

Swimming

Dance

Multisports

Swimming

Gymnastics

Multisports

Swimming

Dance

Multisports

Swimming

Athletics

Sports Day

Croydon Sports Athletics

Year 4

Football

Handball

Cricket/ Rounders

Gymnastics

Tag Rugby

Dance

Basketball / Athletics Gymnastics

Hockey

Sports Day

Croydon Sports Athletics

Year 5

Handball

Orienteering

Dance

Basketball

Orienteering

Football

Cricket

Rounder’s

Athletics

Athletics

Bowling

Striking and fielding

Sports Day

Croydon Sports Athletics

Year 6

Gaelic Football

Ball skills

Cricket/Rounder’s

Dance

Handball

Gymnastics

Handball

Gymnastics

Football / Athletics

Athletics

Striking and fielding

Sports Day

Croydon Sports Athletics

PSHE and Citizenship

PSHE (Personal, Social & Health Education)

We have planned PSHE lessons, but this is also an area of learning which permeates the whole curriculum.

Our planned lessons include activities and discussions regarding our Oasis Nine Habits, our Sex and Relationships (SRE) and drugs curriculum.

We consult parents each summer term before beginning the SRE lessons so parents know exactly what areas we are covering in each year group.

We develop our personal and social skills every day through being part of our inclusive learning community. For example, in assemblies we reflect upon morals and dilemmas, at lunchtime we practise our table manners and the skills of conversation and during playtime we learn to win and lose team games. Books and other resources for English, topics and RE are carefully chosen to provide role models, learning points and discussions about developing self-awareness, self-esteem and compassion.

Many aspects of health education are covered in our Science and PE curriculum. We also learn about health through topic work such as Ourselves in Early Years and when we learn about historical figures such as, Mary Seacole and Florence Nightingale in KS1.

Please click here to see our PSHE Scheme of Work.

Citizenship

Citizenship is learnt and practiced throughout the day every day. All children have roles and responsibilities in our school and our rules are agreed. Specific aspects of becoming a model citizen such as listening to others, being patient and helping others are made explicit through activities, class games and discussions.

We have a lively Pupil Parliament who meet to discuss school improvement and organise activities to raise money for charities. 

Languages

There are over 20 languages spoken by our families in our school community. We celebrate this diversity and encourage children to share knowledge of their home languages.

In the academic year 2016-2017, we introduced Mandarin as our selected modern foreign language to be taught across both KS1 and KS2.

As a consequence, the whole school are being introduced to Mandarin at the same time! We have a dedicated Mandarin teacher who leads weekly sessions for every class from Year 1 to Year 6.

The syllabus we are using for this year will provide a carefully graded program of study focusing on basis Chinese vocabulary and grammar structure. This will enable the children to develop a firm foundation for effective communication in Chinese.

 

Year

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

 

 

1

 

 

Get to know about China.

Hello!

How to greet people in Chinese.

Counting in Chinese 1-5;

Pinyin & Chinese characters

Thank you!

How to greet people in Chinese.

Counting in Chinese 6-10;

Pinyin & Chinese character

What is your name?

How to exchange names with other people.

Understanding Chinese name.

What time is it?

Expressions of time.

How to ask for time.

What day is it today?

Expression of days.

What is the date?

Dates and months.

Today is my birthday.

Review time, date and day

My families

Family members

How old are you?

How to ask someone’s age.

How to introduce yourself.

Number 11-20

Colours

Likes and dislikes

Colours

My uniform

Fun Week

Numbers

Colours

Personal preference

Body

Learn different body parts in Chinese

I like your eyes.

Colours with body parts.

Likes and dislikes.

My sister

Body parts.

Family members.

Adjectives.

I was born in the year of dog.

Chinese Zodiac.

Animals.

I keep a cat.

Pets.

Measure words.

 

My Family

Recap everything learnt over the last two terms.

(Age, appearance, body parts & colour, animal year, clothing)

Who is it?

Can describe a person in detail. 

Can ask WH-questions for more information.

Can use daily greetings to start and finish the task.

Fruit

Three fruit names

Measure word – 个

I like to eat strawberry

Two fruit names.

Personal preference.

What do you like to eat?

Food.

Like and dislikes.

What do you like to drink?

Drinks.

Like and dislikes.

 

 

2

 

 

You and I

Greeting, apology, thanks.

Asking for the toilet.

Names and nationality.

Where is your home?

My Family

Family Tree

Family members.

Animals.

Talk about pets at home.

My home is not big.

Introduce the house.

Food

Food and drink:

bread, eggs, milk, coffee, eat and drink in Chinese.

Food and drinks in simple Chinese

I like seafood.

seafood, vegetable, beef, fish, cooked rice, noodles, pizza, hamburger in Chinese

School life

Curriculum and subjects.

The days of week, Chinese class, English class, P.E. class in Chinese.

Our class

Students, male student, female student, we, all of you, they in Chinese.

Library

sports ground, classroom, assembly hall, cafeteria, gym in Chinese.

Time and  weather

What’s the time?

My birthday

It is not cold today.

Work

He is a doctor.

He works in the hospital.

I want to be an actor/actress.

Hobbies

What’s your hobbies?

Listening to music, computer games, sports in Chinese

Talking about hobbies in simple Chinese.

Can you play tennis?

Say tennis, basketball, swimming, athletics, volleyball, badminton, soccer, football, baseball in Chinese.

I watch TV every day.

I can say TV, movie in Chinese.

I can talk about TV and movie in simple Chinese.

Transportation and Travel

This is a railway station.

I can say train, railway station, place, airport, cinema, hotel in Chinese.

I go there by plane.

I can talk about transport and travel in simple Chinese.

The bus station is over there.

I can say east, south, west, north, front, back, left, right up, down, side and middle in Chinese.

I can talk about the directions in simple Chinese.

 

 

3

 

 

You and I

Greeting, apology, thanks.

Asking for the toilet.

Names and nationality.

Where is your home?

My Family

Family Tree

Family members.

Animals.

Talk about pets at home.

My home is not big.

Introduce the house.

Food

Food and drink:

bread, eggs, milk, coffee, eat and drink in Chinese.

Food and drinks in simple Chinese

I like seafood.

seafood, vegetable, beef, fish, cooked rice, noodles, pizza, hamburger in Chinese

School life

Curriculum and subjects.

The days of week, Chinese class, English class, P.E. class in Chinese.

Our class

Students, male student, female student, we, all of you, they in Chinese.

Library

sports ground, classroom, assembly hall, cafeteria, gym in Chinese.

Time and  weather

What’s the time?

My birthday

It is not cold today.

Work

He is a doctor.

He works in the hospital.

I want to be an actor/actress.

Hobbies

What’s your hobbies?

Listening to music, computer games, sports in Chinese

Talking about hobbies in simple Chinese.

Can you play tennis?

Say tennis, basketball, swimming, athletics, volleyball, badminton, soccer, football, baseball in Chinese.

I watch TV every day.

I can say TV, movie in Chinese.

I can talk about TV and movie in simple Chinese.

Transportation and Travel

This is a railway station.

I can say train, railway station, place, airport, cinema, hotel in Chinese.

I go there by plane.

I can talk about transport and travel in simple Chinese.

The bus station is over there.

I can say east, south, west, north, front, back, left, right up, down, side and middle in Chinese.

I can talk about the directions in simple Chinese.

 

 

4

 

 

Hello

Initials and Finals of Chinese Pinyin

Tones(Four tones)

Chinese Syllables

Tone Sandhi: 3rdtone+3rd tone

Thank you

The Neutral Tone

Rules of Pinyin(1) Tone Marking and Abbreviation

What ’s your name?

Differentiation: pronunciation of the initials j, q. x and z. c. s

Differentiation: pronunciation of the finals i, u,u

Tone Sandhi of “不bu”

Rules of Pinyin(2): u or finals led by u with j,q,x

She is my Chinese teacher.

Differentiation: pronunciation of the initials zh, ch,sh,r

Differentiation:pronunciation of the alveolar nasal n and the velar nasal ng

Tone Sandhi of “一”

Rules of Pinyin (3):use of y and

 Her daughter is 20 years old this year.

The Retroflex Final

Differentiation: pronunciation of finals beginning with I,u,u

Difference between Aspirated and Unaspirated Initials

Rules of Pinyin(4): syllable-diving mark

I can speak Chinese.

The Model Verb “会”

Sentences with an adjectival predicate

The interrogative pronoun “怎么”

What’s the date today

Expressions of a date

month, date, day of the week

Sentences with a normal predicate

Sentences with a serial verb construction

I’d like some tea

The model verb “想”

The interrogative pronoun “多少”

量词 “个”,“口”

Expression of the Amount of Money

Where does your son work

The verb “在”

The interrogative pronoun “哪儿”

The preposition “在”.The interrogative particle “呢”(2))

Can I sit here

The “有”sentence: indicating existence

The conjunction “和”

 The Model verb “能”

Imperative sentences with “请”

What’s the time now

 Expression of Time

Time word used as an adverbial

The Noun “前”

What will the weather be like tomorrow

 The interrogative pronoun “怎么样”

Sentences with a subject-predicate phrase as the predicate

The Adverb “太”

 The model verb “会”(2)

He is learning to cook Chinese food

The Interjection “喂”

“在……呢”Used to indicate an action in progress

Expression of telephone numbers

The modal particle “吧”

She has bought quite a few clothes

“了”Indicating occurrence or completion

The noun “后”

The Modal particle “啊”

The adverb “都”

I came here by air.

The structure “是……的”used to emphasize time, place or manner

Expression of a Date (2) : year, month, date, day of the week

 

 

5

 

 

Hello

Initials and Finals of Chinese Pinyin

Tones(Four tones)

Chinese Syllables

Tone Sandhi: 3rdtone+3rd tone

Thank you

The Neutral Tone

Rules of Pinyin(1) Tone Marking and Abbreviation

What ’s your name?

Differentiation: pronunciation of the initials j, q. x and z. c. s

Differentiation: pronunciation of the finals i, u,u

Tone Sandhi of “不bu”

Rules of Pinyin(2): u or finals led by u with j,q,x

She is my Chinese teacher.

Differentiation: pronunciation of the initials zh, ch,sh,r

Differentiation:pronunciation of the alveolar nasal n and the velar nasal ng

Tone Sandhi of “一”

Rules of Pinyin (3):use of y and

 Her daughter is 20 years old this year.

The Retroflex Final

Differentiation: pronunciation of finals beginning with I,u,u

Difference between Aspirated and Unaspirated Initials

Rules of Pinyin(4): syllable-diving mark

I can speak Chinese.

The Model Verb “会”

Sentences with an adjectival predicate

The interrogative pronoun “怎么”

What’s the date today

Expressions of a date

month, date, day of the week

Sentences with a normal predicate

Sentences with a serial verb construction

I’d like some tea

The model verb “想”

The interrogative pronoun “多少”

量词 “个”,“口”

Expression of the Amount of Money

Where does your son work

The verb “在”

The interrogative pronoun “哪儿”

The preposition “在”.The interrogative particle “呢”(2))

Can I sit here

The “有”sentence: indicating existence

The conjunction “和”

 The Model verb “能”

Imperative sentences with “请”

What’s the time now

 Expression of Time

Time word used as an adverbial

The Noun “前”

What will the weather be like tomorrow

The interrogative pronoun “怎么样”

Sentences with a subject-predicate phrase as the predicate

The Adverb “太”

 The model verb “会”(2)

He is learning to cook Chinese food

The Interjection “喂”

“在……呢”Used to indicate an action in progress

Expression of telephone numbers

The modal particle “吧”

She has bought quite a few clothes

“了”Indicating occurrence or completion

The noun “后”

The Modal particle “啊”

The adverb “都”

I came here by air.

The structure “是……的”used to emphasize time, place or manner

Expression of a Date (2) : year, month, date, day of the week

 

 

6

 

 

Hello

Initials and Finals of Chinese Pinyin

Tones(Four tones)

Chinese Syllables

Tone Sandhi: 3rdtone+3rd tone

Thank you

The Neutral Tone

Rules of Pinyin(1) Tone Marking and Abbreviation

What ’s your name?

Differentiation: pronunciation of the initials j, q. x and z. c. s

Differentiation: pronunciation of the finals i, u,u

Tone Sandhi of “不bu”

Rules of Pinyin(2): u or finals led by u with j,q,x

She is my Chinese teacher.

Differentiation: pronunciation of the initials zh, ch,sh,r

Differentiation:pronunciation of the alveolar nasal n and the velar nasal ng

Tone Sandhi of “一”

Rules of Pinyin (3):use of y and

 Her daughter is 20 years old this year.

The Retroflex Final

Differentiation: pronunciation of finals beginning with I,u,u

Difference between Aspirated and Unaspirated Initials

Rules of Pinyin(4): syllable-diving mark

I can speak Chinese.

The Model Verb “会”

Sentences with an adjectival predicate

The interrogative pronoun “怎么”

What’s the date today

Expressions of a date

month, date, day of the week

Sentences with a normal predicate

Sentences with a serial verb construction

I’d like some tea

The model verb “想”

The interrogative pronoun “多少”

量词 “个”,“口”

Expression of the Amount of Money

Where does your son work

The verb “在”

The interrogative pronoun “哪儿”

The preposition “在”.The interrogative particle “呢”(2))

Can I sit here

The “有”sentence: indicating existence

The conjunction “和”

 The Model verb “能”

Imperative sentences with “请”

What’s the time now

 Expression of Time

Time word used as an adverbial

The Noun “前”

What will the weather be like tomorrow

 The interrogative pronoun “怎么样”

Sentences with a subject-predicate phrase as the predicate

The Adverb “太”

 The model verb “会”(2)

He is learning to cook Chinese food

The Interjection “喂”

“在……呢”Used to indicate an action in progress

Expression of telephone numbers

The modal particle “吧”

She has bought quite a few clothes

“了”Indicating occurrence or completion

The noun “后”

The Modal particle “啊”

The adverb “都”

I came here by air.

The structure “是……的”used to emphasize time, place or manner

Expression of a Date (2) : year, month, date, day of the week

 

SMSC

SMSC permeates through everything we do here at Oasis Academy Ryelands.

Enrichment opportunities at Oasis Academy Ryelands which promote, teach and enhance the development of spiritual, moral, social and cultural development (SMSC)

Examples include:

Pupil Parliament

Pupils elected by their peers to represent their class.  Meetings are held and issues discussed for example MPs involved in designing the playgrounds.

Sports Coach

Our sports coach is from Crystal Palace Football Club he inspires our children to achieve their goals through embedding good sportsmanship qualities to help our children deal with their emotional issues.

Links to Oasis Zimbabwe

Pupils have raised money for the Zimbabwe project.

Multi-cultural Week

This event is celebrated by hosting speakers, storytellers, artist, musicians and actors to come and share their stories, heritage and traditions.

Festivals and Celebrations

Each year we celebrate the major festivals in school.  We hold for example special Eid, Diwali, Christmas and Chinese New Year assemblies.  We also celebrate events happening locally and nationally such as the Olympics and World Cup.

Anti-bullying Week

The children carry out special activities, learn about conflict resolution and peacemakers.  The week culminates in a balloon launch.  The children attach anti bullying messages to the strings

Fundraising Events

We are involved in a number of fundraising events throughout the year.  These may be national events such as Children in Need or responding to appeal by our links to Oasis Zimbabwe.  They may also be charities requested by children or staff such as Cancer care.

Reception Graduation

Each year a very special graduation ceremony is held for our Reception pupils.  This celebrates their successes and encourages them to go on to higher education, gaining degrees themselves.

Assemblies There is a program of assemblies that is produced by our RE Coordinator that covers all areas of SMSC.
Learning Mentor and Counsellor Many activities carried out by the Learning Mentor and Counsellor cover moral and social aspects.
Enrichment Many after school activities have a cultural aspect as they are linked to Chinese culture. All activities are social.

 

SMSC Curriculum Map

 

Year

Term

Topic

Spiritual

Moral

Social

Cultural

Y1

AUT 1

Toys

 

Is it wrong to steal?

Think about what makes you special and unique

 

Y1

AUT 2

Moon Zoom

 

 

 

Learn about significant
individuals from the past

Y1

SPR 1

Big City

 

 

 

Learn about our city
and where it is in the UK

Y1

SPR 2

The Enchanted Woodland

 

 

Making right choices. What can we do to protect our environment?

Caring for the environment

 

Y1

SUM 1

Fairy Tales

To identify and respect the differences and similarities between people

 

Understand differences, learn what is perceived as fair and unfair

 

Y1

SUM 2

Safari

Think about likes and dislikes, creation and created

 

Caring for animals

Different environments and climates are suited to a variety of animals.

To Identify and classify different animals and environments

 

Year

Term

Topic

Spiritual

Moral

Social

Cultural

Yr2

AT1

 

 

 

 

 

Y2

AT2

 

 

 

 

 

Y2

SP1

 

 

 

 

 

Y2

SP2

 

 

 

 

 

Y2

SUM1

 

 

 

 

 

Y2

SUM2

 

 

 

 

 

 

 

Topic

Spiritual

Moral

Social

Cultural

Y3

Aut 1

 

Tribal Tales

Demonstrate sensitivity and understanding of people with different values, customs and cultures

People in ancient times would have worried about basic needs, such as food, survival, shelter and warmth. Are there some people in the world who still have to worry about these basic needs?

Moving on… making the right choices

Think about the lives of people living in other places and times, and people with different values and customs

Y3

Aut 2

Heroes & Villains

Describe situations that they find stressful and explain some ways that they can make these better, through positive thinking and talking them through with others

Recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable

Helping others during a crisis

Devise a shared ‘Safety Code’ for travelling or visiting a city location

Y3

Spr 1

Mighty Metals

Develop understanding through speculation, hypothesizing, imagining and exploring ideas

Identify properties of certain materials link to identifying personal strengths and weaknesses

To work together and problem solve

To identify magnificent structures from around the world

Y3

Spr 2

Rainforest

Demonstrate an understanding of spiritual beliefs of tribes in the rainforest

Develop a moral understanding of the importance of preserving the rainforest

Empathise with farmers who grow 'cash crops', the impact on the environment and the importance of FairTrade and Rain Forest Allience

Identify cultural differences between different parts of the world

Y3

Sum 1

Predator

Reflect on actions and consequences

Recognise personal attributes and achievements. Identify mistakes and make amends

Set realistic goals

Empathise with people’s experiences

Identifying Geographical and physical differences in our environment and understand how these aspects change over time

Y3

Sum 2

Scrumdidlyumptious Learn about special foods during festivals

To make correct health choices.

Fair trade

Similarities and differences between cultures in English cities (Birmingham and London) Share foods from different cultures

 

Year

Term

Topic

Spiritual

Moral

Social

Cultural

Y4

AT1

I Am Warrior

To live together in harmony despite differing customs and values

Recognising achievements of the Romans

Fighting for a cause - The Celts

Roman legacy – impact on life today. What do other cultures bring to our society?

Y4

AT2

Potions

Thinking about the effects our choices can have – some we can predict, some are unexpected - Alice in Wonderland

To discuss Alice's choice to drink the potion

To fund raise for a charity

Materials have unique properties and when combined can have unpredictable results. Society has rules, when not followed, chaos breaks out. P4C

Y4

SP1

Playlist

Music which celebrates different people’s spirituality and beliefs

Critical viewpoints and sharing an opinion respectfully

Music as a collaborative activity where each person has a role

Compare and contrast world music and different languages

Y4

SP2

1066

Standing up for what is right

To challenge stereotypes

To identify different jobs and carers in society

To challenge prejudice

Y4

SUM1

Blue Abyss

The beauty of creation – landscapes and art

Pollution changing the earth – what can we do?

Managing the coastline - fishing…  How do we face challenges?

To share and support our wishes, hopes and dreams

To embrace positive changes

Y4 SUM2 Burps, Bottoms and Bile   To discuss the positives of Fair Trade Identify views and issues that affect themselves and society - linked to Fair Trade Compare non-European society that provides contrast with Britains minimum wage

 

Year

Term

Topic

Spiritual

Moral

Social

Cultural

Y5

A1

Deadly Beast

Participate in making and changing rules

Feeling positive about ourselves and others

Impact of  personal contribution to the wider society

Raising awareness on topical issues, problems and events

Y5

A2

Riotous Royals

Sense of something greater than us

Develop an understanding of why different rules are sometimes needed in different situations

Rules and laws are made and enforced for a peaceful society

Understand key aspects of human geography, settlements, land use, trade links, and distribution of natural resources

Y5

SP1

Egyptians

Talk and write about their own opinions and begin to explain their views on some issues, seeing and respecting others’ viewpoints

Reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people’s experiences

Discuss what they think about the Egyptians’ beliefs and compare them with other religions and their own beliefs

Some personal issues about death may be raised during this activity

Y5 SUM2

Time Traveller –

PSHE - meeting and talking with people, reflecting on spiritual, moral, social and cultural issues, setting personal targets, feeling positive

Challenge Unit: The Importance Of Pilgrimage

The beauty of creation. Stars, moon, planets

Global warming and its effect on our world today and the future

Changes in the local community. Physical features

The role of individuals who have contributed to our understanding of the world

Changes over the last century.

Significant individuals

Y5

SUM 1

Alchemy Island

The beauty of creation, the wonder of nature

E-Safety

Working in groups to design and create a game

Comparing towns, villages, cities

Y5 SUM 2

Scream Machine

Working in groups. Discussion and debate

Discussion and debate

The effect of theme parks on children

Comparing the UK to overseas

 

Year

Term

Cornerstones ILP

Spiritual

Moral

Social

Cultural

Y6 AT1 Ancient Greece Using empathy and imagination to understand other people's experiences Understanding the difference between wants and needs for life-essentials and 'extras' To idenfity issues that affect themselves and society Knowing what democracy is
Y6 AT2 Blood Heart Sense of something greater than us Group discussions Take responsiblity for a range of tasks, in a range of scenarios, with growing experience Responsibility
Y6 SP1 Extreme Earth Explain how they can make a positive contribution to society now and in the future. Talk and write about how we should care for the environment. What effects the Earth and its changing climate have for ourselves and our peers Look at different natural disasters and how they have shaped how people live.
Y6 SP2 Extreme Earth Part 2 Consider how our actions impact on others Effects of tourism and globalisation on the environment Taking responsibility in helping others Tolerance

Y6

SUM1

ID

Reflect on and evaluate their achievements and strengths in all areas of their lives, recognising their own worth.

To understand that everyone is good at something.

Evaluate other children's presentations and give feedback

Recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals

Y6

SUM2

Gallery Rebels

Sense of something greater than us

To identify our strengths and our moral purpose in life

We come from different backgrounds yet we can work together to build a brighter future. Learning to cope with change

People working together for same ends. Different perceptions embedded through cultural expectations

 

Learning Together

I CARE - The Ryelands Way

Please click to read more about how we approach learning and teaching in the Academy. As a staff we have regular discussions about how we can be the best we can be, and do the best job we can for our children. Children contribute to the discussion too, through focus groups and questionnaires. These are our current findings, the details may change slightly from year to year, and new pedagogical and technological advances may have an effect, but our educational values remain the same. We wish our children to practise patience with others, perseverance in their work, honesty in their interactions, kindness to each other and self-control in their choices.

What are excellent conditions for learning?

  1. Routines
  2. Inclusivity
  3. Pupil Talk
  4. Pace
  5. Classroom Environment
  6. Effective Questioning
  7. Clear Modelling of Methods and Expected Behaviours
  8. Planning for Progression and Consolidation of Skills and Knowledge
  9. Enthusiasm and Engagement

Promoting British Values

The Department for Education have recently emphasised the important role that British values can play in education and reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”

 

The Government set out its definition of British values in the 2011 Prevent Strategy, and these values were reiterated in 2014. At Oasis Academy Ryelands British Values are promoted in much of what we do, during school assemblies, Religious Education and Personal, Social and Health Education (PSHE) sessions. The values are also integral to our vision and values.

As well as actively promoting British Values, the opposite also applies: we would actively challenge pupils, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ views.

The British values we promote are not unique to Britain. We acknowledge that they differ in no way from the values of the many countries and the cultural backgrounds represented by families at Oasis Academy Ryelands.

Below are just a few examples of how we promote British values. The first section is a general overview; the others are specific expectations set out by Ofsted.

Below are examples of British Values that we promote in different year groups through every day classroom practice, topic work and class projects.

Being Part of Britain

As a school, we value and celebrate the diverse heritages of everybody at Oasis Ryelands. Alongside this, we value and celebrate living in, and being part of, Britain. In general terms, this means that we celebrate traditions and customs in the course of the year; for example, Harvest Festival during the autumn term; Remembrance Day; our annual Christmas service and infant nativity at Christmas; Easter, etc. We also value and celebrate national events such as royal celebrations, a general election and a recent example being the 100th anniversary of the start of World War One.

Children also learn about being part of Britain from different perspectives. Examples of when we teach about being part of Britain are:

Geographically:

  • its coasts, rivers and mountain
  • villages, towns, cities, counties.
  • where Britain is in relation to the rest of Europe and other countries in the world

Historically:

Key moments in British history are studied in the topics such as the Great Fire of London, WWI, WWII, local history and significant historical figures such Guy Fawkes and Grace Darling.

Democracy

Children, parents and staff have many opportunities for their voices to be heard at Oasis Academy. Democracy is central to how we operate.

An obvious example is our structure of Pupil Parliament. From Year 2, each class elects its own class representative reflecting our British electoral system and demonstrating democracy in action. Children are elected fairly and pupils are able to consider characteristics important for an elected representative; pupils vote in secret. Pupil Parliament meets weekly to discuss issues raised by class members.

Pupils are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. We encourage pupils to take ownership of not only their school but also of their own learning and progress. This encourages a heightened sense of both personal and social responsibility and is demonstrated on a daily basis by our pupils.

Parents’ opinions are welcomed at Oasis Ryelands through methods such as questionnaires, surveys and coffee sessions.

Rules and Laws

The importance of rules and laws, whether they be those that govern our school or our country, are referred to and reinforced often, such as in assemblies and when reflecting on behaviour choices. Pupils are taught from an early age the rules of the school. At the start of the school year, each class discusses the school rules and class routines, principles that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment.

Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves, and the consequences when laws are broken. These values are reinforced in different ways:

  • visits from authorities such as the police and fire service
  • during Religious Education, when rules for particular faiths are thought about
  • during other school subjects, where there is respect and appreciation for different rules

To encourage and promote good behaviour, attitude and work, we have devised a reward system which is consistently followed throughout the school. We are committed to praising children’s efforts. We endeavour to praise the children informally, individually, during group work, in front of the whole class and the whole school.

Children are rewarded not only for achievement in curriculum areas, but for good behaviour, general adherence to the school or class rules and positive learning behaviour. Rewards are given in the form of stickers, certificates and the collection of golden tickets to win a prize. Children’s achievements are recognised during our weekly celebration assemblies.

 

Please click here to see a Presentation which was shown during assembly about The Rule of Law.

 

Individual Liberty

Alongside rules and laws, we promote freedom of choice and the right to respectfully express views and beliefs. Through the provision of a safe, supportive environment, we provide boundaries for our pupils to make choices safely. For example:

  • choices about how they record their home learning
  • choices about which ideas they vote for in Pupil Parliament
  • choice regarding the school lunch menu
  • choices around the participation in extra-curricular activities

Our pupils are encouraged to know, understand and exercise their rights and personal freedoms and are taught how to exercise these safely, such as in our e-safety and PSHE lessons. They also understand that with rights come responsibilities.

 

Mutual respect and tolerance of those with different faiths and beliefs

Oasis Ryelands serves an area which is culturally diverse and we are proud to promote and celebrate our different backgrounds and beliefs. Tolerance, politeness and mutual respect are at the heart of our aims and ethos.

Our pupils are able to live and work alongside people from all backgrounds and cultures. This will be particularly necessary in a future where due to technological advances will make the 'world a smaller place.'

Our pupils know and understand that it is expected that respect is shown to everyone and to everything, whatever differences we may have. Children learn that their behaviour choices have an effect on their own rights and those of others. All members of the school community are encouraged to treat each other with respect.

 

 

Being Part of Britain

Democracy

Rules and Laws

Individual Liberty

Mutual respect and tolerance of those with different faiths and beliefs

EYFS

Daily discussion about the weather in Britain and other countries

Talking partners teaches children to take turns and listen to others’ opinions

Children vote on group decisions such as which story to read

 

School and classroom rules are introduced and reinforced daily

Personal, Social, Emotional Development is discussed with children including next steps

Children are praised and rewarded for following the school and classroom rules 

Children are introduced to e-safety ‘rules’

Children are encouraged to share their choice of activity during the day

Children choose when to complete their daily or weekly challenge

Children are allowed free access to using the toilets across the day

Circle Time teaches children to take turns, listen to and value others’ opinions

Children’s home experiences are discussed and celebrated as a class

Children celebrate different faiths, including Christian. Not all children take part in Christian activities

Parent consultations with teacher and child

Supporting charities chosen by Pupil Parliament

Year 1

Children study where the UK is in relation to the rest of the world using maps and globes

Children celebrate Christian festivals e.g. Christmas, Easter

Recognition of Remembrance Day

History of Britain- Great Fire of London

Children study which foods that are grown in the UK

Talking Partners teaches children to take turns and listen to others’ opinions

Year 2 children can put themselves forward as Pupil Parliament members. Their peers then elect them by taking part in a vote

School and classroom rules are constantly reinforced

Through PSHE children think about rules and why they are needed

Children are praised and rewarded for following the school and classroom rules

E-safety ‘rules’ continue to be reinforced

Children are encouraged to choose their own reading book to take home

Children are educated to making the right choice regarding e- safety

Pupil Parliament gives the opportunity to air views and make choices

Children learn about elements of Judaism, Hinduism, Islam and Christianity in RE

Through worship children are taught Christian values

Children celebrate Christian Festivals eg. Christmas and Easter

Parents consultations with teacher and child

Supporting charities chosen by Pupil Parliament

Year 2

Children study which foods are grown in the UK

Christian festivals – Harvest

Remembrance Day

Children celebrate Christian festival – Christmas

Study history and local area

History – The Great Fire of London

Insects in the local environment

Children can put themselves forward for PP

Class Charters drawn up with class

E-Safety rules introduced

School and class rules

Children are educated about making the right choices for looking after our beaches

Hinduism

Parent consultations

Christianity

Year 3

History – Who was here before me? – Cavemen

Representing the school in activities outside of school. sporting events.

Comparisons between rainforests

Remembrance Day assembly  

Pupil Parliament elections- annually

Pupil Parliament meetings- weekly

Children take part in survey to decide on class books to read

Children all agree to the class rules

Children are praised and rewarded for following the school and classroom rules

E-safety ‘rules’ continue to be reinforced

Children are encouraged to choose their own reading book to take home

Children are educated to making the right choice regarding e- safety

School council gives the opportunity to air views and make choices

Children learn about Hinduism, Islam, Judaism, Buddhism and Christianity in RE        

School rules

PSHE curriculum

Parents consultations with teacher and child

Supporting charities chosen by Pupil Parliament

Year 4

History – Who was here before me? – Anglo Saxons, Vikings, Romans

Representing the school in activities outside of school. sporting events.

Comparisons between UK and other countries

Remembrance Day assembly  

Pupil Parliament elections- annually

Pupil Parliament meetings- weekly

Children take part in survey to decide on songs for the school discos

Children all agree to the class rules

Children are praised and rewarded for following the school and classroom rules

E-safety ‘rules’ continue to be reinforced

Children are encouraged to choose their own reading book to take home

Children are educated to making the right choice regarding e- safety

School council gives the opportunity to air views and make choices

Children learn about Hinduism, Islam, Judaism, Buddhism and Christianity in RE        

School rules

PSHE curriculum

Parents consultations with teacher and child

Supporting charities chosen by Pupil Parliament

Year 5

Preparation and work towards leading Christmas services

Rules and responsibilities – preparing to be a good citizen

Representing the school in activities outside of school - sporting events

Atlas work to identfy countries and locations

Pupil Parliament elections- annually

Pupil Parliament meetings- weekly

Literacy – persuasive writing- uniforms

Children take part in survey to decide on songs for the school discos

Children all agree to the class rules

Children are praised and rewarded for following the school and classroom rules

E-safety ‘rules’ continue to be reinforced

Children are encouraged to choose their own reading book to take home                 

Children are educated to making the right choice regarding e- safety               

School council gives the opportunity to air views and make choices

Children learn about Hinduism, Islam, Judaism, Buddhism and Christianity in RE                 

School rules

PSHE curriculum

Parents consultations with teacher and child

Supporting charities chosen by Pupil Parliament

Year 6

Preparation and work towards leading Christmas services

Rules and responsibilities – preparing to be a good citizen

Representing the school in activities outside of school. sporting events

Pupil Parliament elections- annually

Pupil Parliament meetings- weekly

Literacy – persuasive writing - topical issues

Head Boy and Head Girl nominations

Children all agree to the class rules

Children are praised and rewarded for following the school and classroom rules

E-safety ‘rules’ continue to be reinforced

Children are encouraged to choose their own reading book to take home                 

Children are educated to making the right choice regarding e- safety               

School council gives the opportunity to air views and make choices

Children learn about Hinduism, Islam, Judaism, Buddhism and Christianity in RE                 

School rules

PSHE curriculum

Parents consultations with teacher and child

Supporting charities chosen by Pupil Parliament

Equality Act

LGBT rights

Healthy Living

Below is our Healthy Living Curriculum Plan for the year:

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 1

Toys

The human body

Moon Zoom

Staying healthy in space

Enchanted Woodland

Growing and Planting

Bright Lights, Big City

Healthy walk to country park

Fairy Tales

Healthy fairy feast

Safari

 

Sports Day

Healthy Living Week

PE: Fundamentals of movement/
gymnastics

PE: Ball Skills Games
dance

PE: ball games and dance

PE: Net & Wall games and dance

PE: Cricket

PE: Athletics, cricket

Year 2

Muck, Mess and Mixtures

Understand where food comes from - Harvest Festival, Geography

PE: Football and swimming

Street detectives

Importance of a balanced diet – link to Pirates’ unhealthy lifestyles (scurvy) 

PE: Basketball Games and dance and swimming

Land Ahoy!

Importance of exercise - foorball, CPFC

PE: Tag Rugby swimming and dance

Towers, tunnels and turrets

Working safely and hygienically to prepare food – make bread

PE: Tennis. Ball games and swimming

Wriggle and crawl

What plants need to grow and be healthy.

Importance of eating fruit and vegetables.

PE: Cricket/ Rounders’

Swimming, Athletics

Beachcombers

Healthy Living Week – importance of exercise, understanding what is meant by a balanced diet and what the different food groups are. 

PE: Athletics, Cricket, swimming, athletics

Sports Day

Healthy living week

Year 3

Tribal Tales

Different food types available in prehistoric Britain.  Were there any vital foods missing (drawing on previous knowledge).  Growing wheat grain.  Dancing workshops.

PE: Multi Sports: Football, Cricket, Basketball, Tennis, Handball, Rounders.

Swimming and Gym

Heroes and Villains

 

PE: Multiskills, fielding, dance

 

Mighty Metals

 

PE: Multiskills, fielding, gymnastics

Rainforests

Fruits from tropical areas

Fair Trade foods – Rainforest alliance

PE: MultisportsSwimming and gymnastics

Predator

Dietary needs of domestic and wild animals

Fish cakes

PE: Multisport swimming and athletics

Scrumdiddlyumptious

Food pyramid and food groups, making a healthy plate o ffood, healthy snacks and smoothies

Working with Phunky foods, importance of Vitamin C and the link to scurvy

Trip to TESCO Farm to Fork Project

PE: Multisportswimming and Gymnastics

Swimming and dance

Sports Day

Croydon Sports Athletics

Healthy living week

Year 4

I am Warrior

Roman foods and diet.

PE: Football

Potions

What is a medicine? How can we use them safely?

History of herbs and medicine

Trip to Chelsea Physic Garden

PE: Handball

Playlist

Dance

PE: Cricket/ Rounders and gymnastics

1066

Prepare and cook a range of predominantly savoury dishes using a range of cooking techniques.

PE: Tag Rugby  and dance

Blue Abyss

 

PE:Basketball / Athletics and gymnastics

Bottoms, burps and bile

The human digestive system

PE: Hockey

Sports Day

Croydon Sports Athletics

Healthy living week

Year 5

Beast Creator

Drug awareness

GM food / difference of opinion

PE: Handball, Swimming

Girls and Boys Football Teams

Netball Team

Riotous Royals

Royal banquet

PE: Orienteering and dance, Swimming

Girls and Boys Football Team

Netball team

Egyptians

Make Egyptian bread, study Egyptian daily diet

PE: Basketballand orienteering, Swimming

Girls and Boys Football Team

Netball Team

Time traveller

Food through time

Healthy and varied diet

PE: Football, Swimming

Girls and Boys Football Team

Netball Team

Alchemy Island

Making a magical drink

PE: Cricket Rounder’s and athletics, Swimming

Scream Machine

Body changes, approaching puberty

PE: Athletics, bowling striking and fielding, swimming

Sports Day

Croydon Sports Athletics

Healthy living week

Year 6

Victorians

Food tasting

PE: Gaelic Football and ball skills

Girls and Boys Football Team

Netball team

Blood Heart

To know smoking is bad for your health

Explore attitudes to alcohol

PE: Cricket/Rounder’s and dance

Girls and Boys Football Team

Netball Team

Extreme Earth

 

PE: Handball and gymnastics

 

Girls and Boys Football Team

Netball Team

Ancient Greece

 

PE: Handball and gymnastics

Girls and Boys Football Team

Netball Team

ID

PE: Football / Athletics

Gallery Rebels

Puberty and reproduction, conception and pregnancy

PE: Athletics, striking and fielding

Sports Day

Croydon Sports Athletics

Healthy living week

 

Websites

Please see the below links which offer help and advice on healthier eating for your children:

https://www.choosemyplate.gov/kids

https://www.youtube.com/watch?v=BD29ocbanNw&feature=youtu.be

https://www.nhs.uk/change4life-beta/be-food-smart#9iKOaRKUVrSCQihs.97

Peer Massage